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NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

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NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs Supplement NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs Nancy Spector, PhD, RN, FAAN Director Regulatory Innovations National Council of State Boards of Nursing Josephine Silvestre, MSN, RN Senior Associate, Regulatory Innovations National Council of State Boards of Nursing Maryann Alexander, PhD, RN, FAAN Chief Officer, Nursing Regulation National Council of State Boards of Nursing Brendan Martin, PhD Associate Director, Research National Council of State Boards of Nursing Janice I Hooper, PhD, RN, FRE, CNE, FAAN, ANEF Lead Nursing Consultant for Education Texas Board of Nursing Allison Squires, PhD, RN, FAAN Distinguished Nurse Scholar of the National Academy of Medicine 2019-2020 Associate Professor, Rory Meyers College of Nursing, New York University Melissa Ojemeni, PhD, RN Leadership Fellow, Partners in Health, Boston, MA CONTENTS July 2020 • Volume 11 • Issue 2 Supplement EXECUTIVE SUMMARY . S3 PART I Literature Review . S7. PART II A National Mixed-Methods Study to Identify Quality Indicators and Warning Signs of Nursing Education Program Performance . .S15 . A National Delphi Study to Determine Quality Indicators and Warning Signs of Nursing Education Program Performance . S15 . Methods. S15 . Defining Consensus . S15 Study Sample Selection. S15 . Procedure . S17 Advancing nursing excellence Statistical Analysis. S19. Results. .S19 . for public protection Discussion. S20. Quality Indicators . S20. Warning Signs. .S21 . Performance metrics . .S21 . Achieving Consensus. .S22 . Limitations . S22 Conclusions . .S22 . Acknowledgment. S22 . A Quantitative Analysis of 5 years of BONs Annual Report Documents . S23 Methods . S23 . Data Collection . S23 Variables. S23. Statistical Methods. S25. Results. .S25 . Program Demographics Characteristics . S25 Faculty Characteristics Related to Full Approval . S27. Program Characteristics Related to Full Approval . S27 Relationship Between NCLEX Pass Rates and Faculty Characteristics . S28 Program Characteristics Related to NCLEX Pass Rates . S29 Discussion. S30. Mission Limitations . S31 . The Journal of Nursing Regulation provides a Conclusion. S31. worldwide forum for sharing research, A Qualitative Analysis of 5 years of BONs Site Visit Documents. S32 evidence-based practice, and innovative Methods. S32 . strategies and solutions related to nursing regulation, with the ultimate goal of Document Sample Inclusion and Exclusion Criteria. .S32 . safeguarding the public. The journal Data Analysis . S33 maintains and promotes National Council Results. .S34 . of State Boards of Nursing’s (NCSBN’s) Emerging Themes . S35. values of integrity, accountability, quality, Categorical Findings Associated With the Theoretical Framework . S36 vision, and collaboration in meeting readers’ Limitations . S38 knowledge needs. Conclusion. S38. Manuscript Information SUMMARY. S39. The Journal of Nursing Regulation accepts timely articles that may advance the science PART III of nursing regulation, promote the mission NCSBN Guidelines for Nursing Education Program Approval . S42 and vision of NCSBN, and enhance com- Quality Indicators. S43 . munication and collaboration among nurse Warning Signs . S44 regulators, educators, practitioners, and the scientific community. Manuscripts must be Supportive Evidence for the Approval Guidelines . S45 . original and must not have been nor will be REFERENCES . S47 submitted elsewhere for publication. See APPENDICES . S50 www.journalofnursingregulaton.com for Appendix A: Definition of Terms . S50 . author guidelines and manuscript submis- sion information. Appendix B1: The Johns Hopkins Evidence Levels and Quality Ratings . S51. Appendix B2: Evidence-Based Publications and Key Findings for Nursing Education Letters to the Editor Send to Maryann Alexander at Performance Metrics . S52 [email protected]. Appendix C: Final Codebook for Program Analysis . S60 Appendix D: Site Visit Template. .S60 . Appendix E: Annual Report Core Data Template. S62 . S2 Journal of Nursing Regulation NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs EXECUTIVE SUMMARY Boards of nursing (BON) approval of nurse education programs is an integral part of their mission of public protection. In the United States, nursing education programs are required to be approved by the BON* in the state where the program is officially located. The purpose of program approval is to ensure the program comprehensively covers the knowledge and skills students need to be licensed as a nurse and to practice safely as new graduate nurses, thereby providing society a competent nurse workforce. To obtain BON nursing education program approval, nursing programs must meet the nursing education standards established by their BON. Only students graduating from officially recognized and approved programs are permitted to take the the NCLEX, the official nursing licensure exam in the US and Canada. (Spector & Woods, 2013). To determine whether graduates are eligible to take the NCLEX, BONs rely on verification from the nursing education program that each student has successfully completed all program requirements, including successfully meeting clinical learning objectives. BONs offer two types of nursing education program approval: initial approval of new programs before they open for enrollment and ongoing monitoring and continued approval of programs. For a new program, the approval process begins with an initial application and proposal to the BON. The BON conducts an extensive evaluation to ensure that the program has the proper facilities, resources, administration and faculty, curriculum, clinical agreements, policies, and procedures, among other requirements set forth in state regula- tions. The process for continued approval of established programs is based upon monitoring the programs’ performance outcomes and compliance with BON rules over time (Spector et al., 2018). BONs use different models for approving nursing programs, and nursing education rules and regulations are not always consistent across all jurisdictions. Most BONs hire graduate-prepared education consultants with experience in nursing education to make recom- mendations on the approval status of the nursing programs in their state. In a few states, the BON’s executive officer and board members from the BON’s education committee (or educators on the board) may make these recommendations. About half of the BONs make site visits as needed, while the other half make regular visits (National Council of State Boards of Nursing [NCSBN], 2016a). In most states, the approval status will be designated as (a) full approval when all requirements are met; (b) conditional or probationary when some, but not all, of the requirements are met; or (c) approval removal when programs fail to meet requirements of correct cited deficiencies (Spector et al., 2018). The three most common performance outcome measures used by BONs and other health profession accreditors are employment rates, graduation rates, and NCLEX pass rates (Spector et al, 2018). Although BONs use different models for approving nursing programs, the approval process is well recognized overall. Questions have arisen from nursing education experts regarding valid measures of nurs- ing program quality. One is the use of NCLEX pass rates (Bernier et al., 2005; Giddens, 2009; Taylor et al., 2014). Of the 36 states that require a percent of first-time pass rates,** 64% of them require an 80% pass rate (NSCBN, 2019). BONs are also questioning whether this method of measuring program performance is appropriate and asking whether other metrics exist that should amend or replace the current regulatory standards, which are set by each state. A large mixed-method study was conducted by NCSBN starting in 2017 to answer these questions and, more specifically, to identify the quality indicators of approved nursing education programs and the warning signs indicating a program may be falling below required standards for approval. * In Mississippi, the registered nurse programs are approved by the Mississippi Institutions of Higher Learning and the practical nursing programs are approved by the BON. In New York, the programs are approved by the New York Board of Regents. In Idaho, programs are approved as long as they are accredited by a national nursing accrediting agency recognized by the U.S. Department of Education, though the BON takes over if that accreditation is lost. ** Fifteen states require the national pass rate or a percentage thereof. Volume 11/Issue 2 Supplement July 2020 www.journalofnursingregulation.com S3 Methods and Selected Findings The study consists of a comprehensive literature review; a national Delphi study providing data on consensus of experts in nursing edu- cation, regulation, and practice; a study analysis of 5 years’ worth of BON annual reports of nursing programs; and a study analysis of 5 years’ worth of BON site visit documents. Literature Review The literature review yielded 65 relevant published articles that were reviewed and graded using the Johns Hopkins Levels of Evidence and Quality Guide. Overall, the literature review revealed a number of quality indicators and warning signs that may serve as metrics for evaluating higher education programs, although the identified articles did not provide the levels of evidence needed for making policy decisions (Loversidge, 2016). National Delphi Study Identifying Quality Indicators and Warning Signs of Nursing Education Program Performance
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